Lin, P. J., Nunes, T., An, S., Dorneles, B., & Rathgeb-Schnierer,E. (2017)

Topic Study Group No. 8: Teaching and Learning of Arithmetic and Number Systems (Focus on Primary Education). In Kaiser Gabriele (Ed.). Proceedings of the 13th International Congress on Mathematical Education (pp. 413-415). Springer.  

Nunes, T. , Dorneles, B. V., Lin, P. J., Rathgeb-Schnierer, E. (2016)

Teaching and learning about whole numbers in primary school. Topic Survey, ICME13, New York: Springer. ISBN: 978-3-319-45112-1  

Lin, P. J. & Tsai, W. H. (2015)

Assisting teachers in maintaining high-level cognitive. In Fan, L., Wong, N. Y., Cai, J., & Li, S. (eds.) How Chinese teach mathematics: Perspectives from insiders (pp.617-650) Singapore: World Scientific. ISBN:978-9814415811  

Hsieh, F.-J., Chu, C.-T., Hsieh, C.-J. & Lin, P.-J. (2014)

In-depth analyses of different countries’ responses to MCK items: A view on the difference within and between east and west. In S. Blomeke, F.-J. Heieh, G. Kaiser & W. H. Schmidt (Eds.), International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn (ISBN: 978-94-007-6436-1). Springer. Jan, 2014: 115-140. Research › Book chapter


Lin, P. J., Li, Y. P.

Teachers’ interpretation of mathematics textbook. In K. Jones, C. Bokhove, G. Howson & L. Fan (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton. University of Southampton, UK. ISBN: 9780854329854 (ebook)  

Lin, P. J. & Tsai, W. H. (2013)

A task design for conjecturing in classroom contexts. In C. Margolinas,(Ed.), Task design in mathematics education: proceedings of ICME Study 22(pp.249-258). UK:Oxford University. 1

Lin, P. J., Li, Y. P.

Expertise of mathematics Teaching Valued in Taiwanese classrooms. Expertise in mathematics instruction: An international perspective (pp.263-291). New York: Springer. 1
Lin, P. J. (2010) Mathematical preparation of primary teachers in Taiwan. In F. K. S. Leung, & Y. Li (Eds.). Reforms and issues in school mathematics in East Asian: Sharing and understanding mathematics education policies and practices (pp.215-232). Sense publisher.
Hsieh, F.J., Lin, P.J.,Chao, G.,& Wang, T.Y.(2009).

Policy and practice of mathematics teacher education in Taiwan. Retrieved from http://tedsm.math.ntnu.edu.tw/Teds-m%20Taiwan%20Policy%20Report.pdf.

Lin, P. J.
(2007, in press)
Supporting Future Teachers Learning to Teach Through an Integrated Model of Mentoring. NY: Nova Science publisher.
Lin, P. J. & Tsai, W. H. (2006)
TIMSS 2003 fourth-grade students’ achievement in mathematics and its possible contributing factors. C. N., Chang (Ed.), National report of TIMSS 2003 trends in international mathematics and science study (pp.114-151). Science Education Center of National Normal University.
Lin, P. J. (2005) Supporting teachers’ learning to teach mathematics in primary teacher professional development program. In Linda Barnes (Ed.), Contemporary Teaching and Teacher Issues (175-196).  NY: Nova Science publisher.
Lin, P.J. & Tsai, W. H. (2001)
Using research-based cases to enhance prospective teachers’ understanding of teaching mathematics and their reflections. In F. L. Lin (Ed.), Common sense in mathematics education (pp. 231-272). Proceedings of 2001 the Netherlands and Taiwan Conference on Common Sense in Mathematics Education, 19-23, November 2001. Taiwan: Taipei.
Lin, P. J. (2001)
Improving teachers’ ability of communicating mathematics with students by using research-based cases. In C. N. Chang (Ed.) Proceedings of 2001 Taiwan-Japan Symposium in Science Education (pp. 102-123). Taiwan: Taipei.
Lin, P. J. (2000)
On enhancing teachers knowledge by constructing narratives in classrooms.  In D. Fisher & J. H. Yang (Eds.), Improving Classroom Research Through International Cooperation (pp. 503-510). Proceedings of the Second International Conference on Science Mathematics and Technology Education. Taiwan: Taipei.
Lin, P. J. (1997)
Children’s Cognitive Processes in Solving Two-step Compare Word Problems. Unpublished Dissertation-University of Minnesota.

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